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  • Articles  (6)
  • constructivism  (6)
  • Springer  (6)
  • MDPI Publishing
  • Natural Sciences in General  (6)
  • 1
    Electronic Resource
    Electronic Resource
    Citizen Scientists: Student Experiences in the GTP Georgia/Russian Exchange Project (1997)
    Springer
    Journal of science education and technology 6 (1997), S. 315-321 
    Details
    ISSN: 1573-1839
    Keywords: Citizen scientist ; environmental research ; cross-cultural exchange ; global thinking ; telecommunications ; constructivism
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract During the past two years, the Global Thinking Project, through grants from the United States Information Agency, facilitated student and educator exchanges among 10 schools in Georgia (USA) and Russia. This paper describes the results of the experience during the 1995–1996 school year. One hundred students lived in each others' homes for two three-week periods, participated in environmental research activities in American and Russian communities, and lived in the context of each others culture. Students were helped by their teachers to construct ideas about environmental topics outlined in the curriculum of the Global Thinking Project (http://www.gsu.edu/~wwwgtp/gtp.html). Students and teachers were involved in two episodes of problem identification, data collection and analysis at five sites in each country, and two “Global Environmental Summits” in Moscow and Atlanta. The students activity is described as that of a “citizen scientist”—one who combines the process of science with public policy decision making.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1023/A:1022554328807
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  • 2
    Electronic Resource
    Electronic Resource
    Report to the President on the Use of Technology to Strengthen K–12 Education in the United States: Findings Related to Research and Evaluation (1998)
    Springer
    Journal of science education and technology 7 (1998), S. 115-126 
    Details
    ISSN: 1573-1839
    Keywords: Technology ; technology and education ; K–12 education ; research ; evaluation ; constructivism
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract The Panel on Educational Technology was organized in April 1995 under the auspices of the President's Committee of Advisers on Science and Technology (PCAST) to provide advice to the President on matters related to the application of information technologies to K–12 education in the United States. Its findings and recommendations were set forth in March 1997 in the Report to the President on the Use of Technology to Strengthen K–12 Education in the United States. This report was based on a review of the research literature and on written submissions and oral briefings from a number of academic and industrial researchers, practicing educators, software developers, governmental agencies, and professional and industry organizations involved in various ways with the application of technology to education. Its most important finding is that a large-scale program of rigorous, systematic research on education in general and educational technology in particular will ultimately prove necessary to ensure both the efficacy and cost-effectiveness of technology use within our nation's K–12 schools. Finding that less than 0.1 percent of our nation's expenditures for elementary and secondary education are currently invested to determine which educational techniques actually work, and to find ways to improve them—an extremely low level relative to comparable ratios within the private sector—the Panel recommended that this figure be increased over a period of several years to at least 0.5 percent, and sustained at that level on an ongoing basis. Further, because no one state, municipality, or private firm could hope to capture more than a small fraction of the benefits associated with a significant advance in our understanding of how best to educate K–12 students, the Panel concluded that such funding will have to be provided largely at the federal level in order to avoid a systematic underinvestment (attributable to a classical form of economic externality) relative to the level that would be optimal for the nation as a whole. This paper originally appeared as Section 8 of the report.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1023/A:1022539822660
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  • 3
    Electronic Resource
    Electronic Resource
    Turning Vygotsky on His Head: Vygotsky' `Scientifically Based Method' and the Socioculturalist's `Social Other' (2000)
    Springer
    Science & education 9 (2000), S. 537-575 
    Details
    ISSN: 1573-1901
    Keywords: constructivism ; epistemology ; objectivism ; pedagogy ; psychology ; relativism ; science ; socioculturism ; theory and practice
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General
    Notes: Abstract Vygotsky has become an authority, but the authority has more to do with justifying a sociocultural relativism than it has with his Marxist objectivist approach to psychology and pedagogy. This paper is an attempt to understand Vygotsky's perspective in relation to Marxist epistemology, and will critically examine the sociocultural interpretation of Vygotsky but within the light of his own perspective. It will be shown that the relativism of the sociocultural school not only takes Vygotsky's zone of proximal development out of its social and historical context, but as a consequence downplays the zone of proximal development as a dynamic research methodology. As an extension of the discussion of the zone of proximal development, this paper will also examine the sociocultural interpretation of Vygotsky's relation between scientific and everyday concepts, and the pedagogical consequences of such an interpretation.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1023/A:1008748901374
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  • 4
    Electronic Resource
    Electronic Resource
    Knowledge dissemination and use in science and mathematics education: A literature review (1994)
    Springer
    Journal of science education and technology 3 (1994), S. 27-47 
    Details
    ISSN: 1573-1839
    Keywords: Science education ; mathematics education ; research and development ; constructivism ; research utilization ; knowledge use ; knowledge utilization ; dissemination ; linking agents
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract A synthesis of the literature on knowledge dissemination and use in education, notably in science and mathematics, is presented. Perspectives have changed in the ways in which knowledge and products are seen to reach potential users. From the top-down, linear models, we have come closer to bottom-up approaches and to the crucial role of linking agents. At present, the most influential approach is a “constructivist” one, whereby research and other kinds of specialized knowledge is exchanged between researchers and professionals in a mutually constructed social context. While there is still debate over the best predictors of successful knowledge use, the scope of the field has been considerably enlarged by including users' perspectives. To some extent then, specialists in this field are now working in a new paradigm.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF01575814
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  • 5
    Electronic Resource
    Electronic Resource
    Generating connections and learning with SemNet, a tool for constructing knowledge networks (1994)
    Springer
    Journal of science education and technology 3 (1994), S. 137-144 
    Details
    ISSN: 1573-1839
    Keywords: SemNet ; biology ; meaningful learning ; deep processing ; connections ; constructivism
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract In this paper we examine the impact of using a Macintosh-based knowledge organization toll SemNet, with prospective elementary and middle school teachers enrolled in an upper division biology course. The course models for students the ways in which they will be able to teach hands-on, minds-on science in K-8 classrooms and provides them with an in-depth understanding of a relatively small number of biology topics. This study examines changes in learning habits, metacognitive processes, retention, retrieval, and learring among students enrolled in this course. Students using SemNet tend to exhibit a significant increase in deep processing as measured by self-report. Also on the basis of self-report, SemNet students appear to acquire some cognitive skills that transfer to other courses, such as identifying main ideas and tying ideas together. SemNet students retained and retrieved nearly twice as much information about a topic, the digestive system, as a reference group. Although neither the SemNet nor the reference group exhibited transfer skills as we meansured them, there is evidence that SemNet student changed their thinking strategies.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF01575176
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  • 6
    Electronic Resource
    Electronic Resource
    Constructivisms and Relativisms: A Shopper‘s Guide (1997)
    Springer
    Science & education 6 (1997), S. 29-42 
    Details
    ISSN: 1573-1901
    Keywords: realism ; idealism ; empiricism ; innatism ; constructivism ; relativism ; representation ; epistemology ; scaffolding
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General
    Notes: Abstract Diverse forms of constructivism can be found in the literature today. They exhibit a commonality regarding certain classical positions that they oppose - a unity in their negative identities - but a sometimes wild multiplicity and incompatibility regarding the positive proposals that they put forward. In particular, some constructivisms propose an epistemological idealism, with a concomitant relativism, while others are explicitly opposed to such positions, and move in multifarious different directions. This is a potentially confusing situation, and has resulted in some critics branding all constructivisms with the charge of relativism, and throwing out the baby with the bath water. In addition, since the epistemological foundations of even non-relativist constructivisms are not as familiar as the classical positions, there is a risk of mis-interpretation of constructivisms and their consequences, even by some who endorse them, not to mention those who criticize. Because I urge that some version of constructivism is an epistemological necessity, this situation strikes me as seriously unfortunate for philosophy, and potentially dangerous for the practice of education.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1023/A:1008636107835
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